Courses and structure

Your pathway through the degree is individually designed, offering you the opportunity to create combinations that match your interests and/or intended career route. You take part in seminars, lectures, tutorials, studio practice, performances and personal research.

Year 1

In the first year you take four core courses that will introduce you to the interaction between:

• identity and culture
• learning and thinking
• creativity and learning
• historical and philosophical perspectives on education

These course-units introduce you to key concepts in relation to the psychology, sociology, history and philosophy of education and provide the foundation for selecting options offered in the second year. In Year 1 there is also a study skills course that is integrated across the four core units. It is designed to support the development of the skills you need to be a successful student at university level.

Culture and Identity
You explore the key concepts of culture and identify their relationship to spheres of influence in contemporary society, such as schooling, the law and the media.
Assessment: essay.

Learning and Thinking
You're introduced to the central concepts of learning and thinking and the theorists who have constructed the role of the learner, the teacher and the community in different ways. These key theories of learning offer an introduction to key debates around cognition, which have great significance for education.
Assessment: essay.

Creativity and Learning
An introductory exploration of the creative process and learning. The course combines theory with a focus on the experience of creative practice in a range of contexts. These include the art studio, computer lab and performance space. You explore a range of traditional and new technologies.
Assessment: portfolio and presentation.

The Curriculum: Historical and Philosophical Perspectives
You examine how the curriculum is a means to educating the type of person society deems desirable. It explores how this has changed over time and how it varies in different societies today. The philosophical issues underpinning these differences are explored. You're encouraged to reflect on what education is and what it means to be educated in a democratic society.
Assessment: exam (seen paper).

Year 2

For the second year you choose a combination of four courses from the options outlined below. These are likely to be informed by both your interests and intended career path. All Year 2 options build upon and further explore the issues raised in the Year 1 core course-units. Please note: further options are constantly being developed.

Changing Ethnicities
You'll explore issues of cultural and demographic change in the world today and consider the question ‘how do we identify ourselves as subjects in plural societies?’. Issues of allegiance to flag and long-standing cultural traditions will be central to the course. Religion and politics will sit at the heart of study alongside historical constructs of difference and otherness that aid identity construction. Social and cultural fusions or crossovers will be analysed to examine hybridic entities and new cultural formations.
Assessment: essay.

Comparative Education
You examine education in different countries by using data and insights drawn from different contexts. You'll review the impact of globalisation on education systems and across nation states, with consideration of their history and present socioeconomic and political structure. A comparative approach to educational paradoxes and incompatibilities will be adopted, centred on ‘equality of opportunities’: centralisation versus decentralisation, collectivism versus individualism and uniformity versus diversity.
Assessment: essay.

Culture and the Construction of Identity
You're given the opportunity to examine theories on culture and identity drawn from a range of disciplines. The particular focus is the use of autobiography and life histories as methods for exploring cultures and identities. The aim is to provide you with the theoretical lens through which to investigate complex issues such as diaspora, syncretism, masculinities and femininities, which are central to the notions of culture and identity. Within this course-unit the process of identity construction is also explored in relation to education policy and practice, while it also addresses the interrelationship between the child’s identity and the culture of the school.
Assessment: essay.

Early Childhood in a Diverse Society
You explore key ideas and issues in the area of young children’s learning, with special reference to the cultural contexts of that learning. You consider the impact of such ideas and issues on curriculum and policy development and become familiar with techniques for, and approaches to, observing and analysing young children’s learning. This includes a consideration of: the care and development of young children in diverse settings; cross cultural perspectives on children’s learning; the concept of childhood and its impact on policy development. Visits are taken to observe young children in different settings.
Assessment: essay and report.

An Introduction to the Teaching and Learning of English as a Foreign Language
You explore the link between language and identity in both individual and cultural contexts. This course-unit explores the assumptions behind learning and teaching English as a further language. It also considers the practical teaching strategies involved in this process and uses workshops and microteaching as part of this.
Assessment: essay.

Knowledge and Power
You explore the ‘knowledge and power’ relationship within different societies and the philosophies that have been used to support and challenge the structures created from this interaction. The nature of knowledge itself is explored while the role of the ‘gatekeeper’ in determining both status and access to different forms of knowledge is examined. The role of organised and informal educational bodies in this process is considered.
Assessment: essays.

Language and Literacy in the Early Years
You consider how young children’s language develops in a range of contexts, and examine literacy as a socially constructed phenomenon. You have the opportunity to consider how theoretical understandings of language and literacy development have influenced educational policy. This is achieved through an examination and exploration of the nature of language, language diversity; children’s literature, literacy and learning and educational policy developments. You will also have the opportunity to visit an early years setting to enable you to relate theory to practice.
Assessment: essay and report.

New Media Technologies and Learning
You consider the permeation of New Media Technologies in a range of educational contexts encompassing settings both in and out of school, formally and informally constructed. You engage critically with recent debates about pedagogy and new technology inside and outside formal educational structures. The course-unit considers the potential for new technology to contribute to the learning and assessment process. You are encouraged to create an electronic portfolio or online reflective account, which demonstrates your understanding of the nature of learning with IT tools and resources. The concept of what it means to be 'information literate' will be examined in the context of the permeation of new media technologies in all aspects of life.
Assessment: multimedia presentation.

Performing Arts in the Community
You explore the significance of the performing arts as a powerful medium of communication within and between communities. This is critically considered from the perspective of practitioner and audience. You examine the importance of cultural context and the places and spaces in which performing arts happen. The course-unit enables you to interrogate the role of the performing arts in inclusive educational practice and as a means of empowerment to marginalised groups and communities. You are required to undertake a performance project (for example, the creation of a video) which provides opportunities for the development of technical and evaluative skills, engagement in a creative process and a vehicle for communicating insights and understanding developed through the course-unit.
Assessment: report and performance project.

Studies in Inclusion and Exclusion
You will consider case studies, narratives and life stories to illustrate the meaning behind the theory and policy of inclusion and exclusion. The course will focus on the experiences of young people in relation to issues such as refugees and asylum seekers, those concerned with issues of faith and religion, language and plurilingualism, gender and sexuality, and neurocognitive aspects such as Autism/Asperger’s Syndrome and Tourette’s syndrome and anti-social behaviour policy and the youth justice system.
Assessment: development of a written case study.

Visual Arts Practice in Education and Community Settings
You combine theoretical perspectives on creativity, learning and artistic processes with opportunities to engage in visual arts practice in an extended workshop context. Visual arts practice is now used for a variety of purposes in a range of education and community settings including schools, museums and gallery education, therapeutic contexts, hospitals, care homes, prisons, outreach projects in streets, parks and workplaces and more. The course-unit explores some of the rationales that inform these areas, such as fostering creativity, utilitarian and liberal perspectives in general, specialist and vocational education.
Assessment: essay and sketchbook/process diary.

Year 3

In the third year you study two further advanced courses and undertake a dissertation. You determine the focus for your dissertation in collaboration with an allocated dissertation tutor. The dissertation offers you the opportunity to work with a leading academic on a one-to-one basis and the possibility of making links with a sector you intend to work within once you've graduated. A short research methods course will equip you with the knowledge and skills you need to undertake the dissertation confidently.

A distinctive element of the third year is the opportunity to spend time studying abroad. Goldsmiths has close links with a number of universities with which it undertakes student exchanges.

Please note: certain Year 3 options require a specific course-unit to have been taken in Year 2. This will be explained in detail before choices are made. New courses are developed in response to changing contexts.

Dissertation
The aim of this course-unit is to undertake a smallscale research project. This includes drawing up a proposal, data collection and analysis, and the writing of an 8,000-word dissertation to present the findings in an academically rigorous form. The choice of topic for your dissertation will reflect the individual option choices you made in Year 2. These may be influenced by your proposed exit route and intended career path. A series of sessions on research methodology is aimed to equip you with the necessary framework for carrying out your research.
Assessment: 8,000-word dissertation.

Education and Empowerment: Creating Change
You will examine both macro and micro level policies and practices that can lead to educational empowerment. The main areas of focus will be the ‘funds of knowledge’ that are engendered by the family and its role in supporting learners; education in citizenship and social justice which has brought awareness of rights (and responsibilities) and the complexities of concepts such as identity, community and belonging. Initiatives such as restorative justice in schools will also be examined, and the encouragement of pupil voice that can be utilised to facilitate access and engagement with education.
Assessment: essay.

International Perspectives on Early Childhood
You explore the developing range of provision for under-eights, and the divergence in provision between the regions of the UK. The course-unit will also explore the different curriculum approaches and types of provision for under-eights in Europe, Scandinavia, New Zealand and the North America. The course will evaluate critically the reliability, validity and significance of instruments designed as measures of quality in international studies of early childhood services. You'll be able to reflect on the impact of theory and practice on the provision of services for under-eights in a range of contexts, and to make an informed argument for a set of guiding principles for provision for under-eights in one country within or outside the UK.
Assessment: essay.

Digital Media Cultures
You consider the issues raised in the previous course-unit New Media Technologies and Learning at a higher level. This involves engaging with concepts from a wide range of disciplines. There is an examination of literature around media output and multi-modal discourse. The current discourse around creativity and new technology is described and explored within the context of digital media. The manner in which new media texts may have the potential to address differing learning styles in different educational contexts is considered. This is considered in relation to creativity as an aspect of human activity and cognition. In turn, this argument is developed in the light of work on social psychology, communities of practice, culture and identity.
Assessment: digital media report.

Language, Power and Identity
You'll examine the relationship between language, culture and identity. You develop a critical understanding of the influence that shapes our sense of self, and particularly the pivotal role of language in constructing identities and determining potential opportunities and constraints. You have the opportunity to consider the nature of language; language development; home and community practices; standard english/accent/dialect; school practice; language and gender; bilingualism and bi-literacy and the representations of these through a range of media and policy issues.
Assessment: exam (seen paper).

Perspectives on Current Educational Policies
You will explore issues that have been touched on in previous modules such as consumer choice in education and the involvement of the private sector. Taking the 1988 Education Reform Act as a starting point, the course will examine policies that reflect particular dominant discourses which have been taken up by people in contested and contradictory ways. Typical areas of focus will be educational leadership, initial teacher education, school choice, the teaching of creationism in science and special educational needs. These will be in the English context but will include some international comparative perspectives.
Assessment: essay.

Remaking Education in Europe
You'll explore the education policy of the European Union, and of other transnational organisations, and compare patterns of educational provision in different countries, including England, France, Spain, Germany and Italy: is education in these countries increasingly coming to follow a common model, or are national differences still important? You'll explore the relationship between education and economic and social change and consider the impact of various forms of privatisation on national education systems, the conflicts surrounding the implementation of new models of policy and the positions taken by ‘social actors’ such as student and youth movements, and educational trade unions.
Assessment: essay.

Visual Arts: Studio Practice
You'll experience sustained practice in art production in an agreed area of personal interest. Through first-hand experience you will develop your own practice within the social context of studio working. Seminar explorations of critical theory will inform the interpretations undertaken.
Assessment: essay/sketchbook/exhibition.

Study Abroad
You'll have the option to study abroad in the Autumn term at the University of Fujian in China or the University of Luxembourg. Both courses have been designed to enable you to reflect on how the three major elements of the degree, ‘education’, ‘culture’ and ‘society’ can be interpreted when studying in a new cultural, educational and linguistic context. An introductory course in Mandarin will be available in the summer term of Year 2 for students going to China.
Assessment: essay based on a personal journal kept during the stay.

Assessment

The Department of Educational Studies acknowledges that we learn in different ways and that assessments need to reflect this, so you will be assessed through a combination of essays, examinations, written assignments, exhibitions, presentations (including multimedia), reports, practice-based assessments and dissertation.

Skills and careers

Skills

This programme helps you develop:

• analytical and critical thinking skills
• the ability to synthesise and distil information and communicate ideas in writing and other media
• presentation skills
• interpersonal communicative attributes
• the ability to work independently and as part of a team
• expertise in carrying out personal research and working to deadlines

Careers

The knowledge, understanding and skills you can develop on this degree are transferable to a range of professions such as:

• primary school teaching
• working in the creative industries
• youth and community work
• social work
• educational administration
• other areas that require a specialist knowledge of education, such as charities and the leisure industries

If you are considering primary teaching, you will need to combine your degree with a one-year PGCE. Successful completion of the BA (Hons) Education, Culture and Society guarantees you an interview for Goldsmiths’ highly regarded PGCE Primary programme, provided you meet current government requirements.

• Find out more about employability at Goldsmiths
• Our alumni

About the department

The Department of Educational Studies

The Department of Educational Studies is one of the largest departments at Goldsmiths, and plays a major part in life here. The preparation of teachers is central to the origins and early history of Goldsmiths, and the Department proudly continues this tradition. However, ‘education’ is about so much more than teacher education, and our portfolio of programmes reflects this wider view of education.

All our teaching and research is informed by a shared commitment to social justice and inclusion. Our students cover a broad age range, come from diverse social and cultural backgrounds, and from the local area, across the UK and increasingly from abroad. We feel that this diversity enriches study within the Department.

Staff

The Department has a diverse team of staff, and the degree is taught by a team of tutors who are experts in their field. Their research interests, which are reflected in the courses offered on the programme, include early childhood, culture and identity, gender, ‘race’, educational policy, language and literacy, multilingualism, youth culture, arts education, communities of practice in the arts, the media and popular culture.

Goldsmiths’ commitment to engagement with its wider community is reflected by the involvement of individual members of staff in creative and social projects beyond the lecture and seminar rooms.

Find out more about staff in the Department of Educational Studies.

Facilities

The Educational Studies Building offers a wide range of seminar and larger teaching rooms designed for flexibility and practical work, and two IT/ICT suites with state-of-the-art computer equipment. There are also studios, workshops, and laboratories to support practice-based courses.

Student and graduate profiles

Andre, BA Education, Culture & Society

"Having previously worked as an NVQ assessor, my interest and experience in working with children and young people led me to apply for a higher education course in this area. I researched my choice of degree as well as the university thoroughly. The process of applying as a full-time mature student was an important life and career decision for me. However, after reading the content of the programme, the facilities available, and the wide variety of career possibilities, I knew that Goldsmiths could offer me exactly what I wanted – and I can confirm I have not been disappointed.

The degree equips you with an understanding about education and its role in a diverse society. It's a programme that is unquestionably designed for ‘changing times’, and with students who are from a range of age groups, various cultures and diverse backgrounds, you find yourself learning something new constantly, within a stimulating and professional environment.

My experience at university has had a positive impact in my life, which led me to recently take on the role of Departmental Student Coordinator for the Educational Studies Department. This role allows me to represent the views of students, so they have the finest quality of learning and overall experience that I have had whilst at university."

Angela, BA Education, Culture & Society

"I went down the conventional route of doing my A-levels and applying for university during my last year of sixth form. However, after I applied to do English at several universities I had a change of heart. I heard about the Education, Culture and Society course through a friend. After reading the course description I decided to take a chance and apply. I can honestly say that it was one of the best decisions I’ve ever made.

What I like about the course is that it is varied in every way. It’s not just about education and educational policies; it is about how culture, creativity and identity play a role in people's education. The course doesn’t revolve around lectures; we spend a lot of time engaging in discussions, allowing us to learn from each other’s differing experiences.

Goldsmiths as a whole is a fantastic place to study, with excellent facilities. The atmosphere is laid back and friendly and there is a diverse mix of students of all ages. Tutors and lecturers offer lots of support and help and are approachable. Goldsmiths is committed to maintaining high standards that benefit all students."

Nathan, BA Education, Culture & Society

"Before coming to university, I had experienced a range of working environments; from supporting in a classroom, to human resources in the city, however I always knew that at some point I would like to go to university. I felt that it was important for me to take time out after having completed A-levels to assess what and where I wanted to study.

After taking three years out of education, I was drawn to do my undergraduate degree at Goldsmiths because of the diverse cultural demographic at Goldsmiths and also the Goldsmiths philosophy of promoting creative and innovative thinking, regardless of department. I chose to study Education, Culture and Society because although I knew I wanted to teach, I also wanted to be able to have a deeper understanding of the philosophical, historical and sociological aspects of schooling and education. Goldsmiths was the only university that was able to offer that particular mix of disciplines.

I found Goldsmiths to be a dynamic and inclusive place to study. The staff in my department, and within the wider community of the College, were supportive and motivating, going out of their way to provide interesting and informative lectures and seminars to support our learning. After having completed my undergraduate degree, it was an easy decision for me to continue my postgraduate studies at Goldsmiths.

I am currently training to be a primary school teacher. Having just finished my first placement, coming back to Goldsmiths for lectures felt like coming home. Once qualified, I hope to teach in the local area and to be able to continue to promote a love for learning that Goldsmiths has instilled in me."

Claire, BA Education, Culture & Society (graduated 2010), now studying PGCE (Primary)

"I studied for my first degree at Goldsmiths and thoroughly enjoyed it; the staff were probably the most helpful and caring lecturers. They took all aspects of a student's life into consideration and helped me with targeting my weaknesses when it came to assignments and exams.

I chose to attend Goldsmiths because it is renowned for its creativity and the Educational Studies Department is well respected. When I first visited Goldsmiths, it felt ‘right’; I felt comfortable as I could see all around me that the university was very diverse.

There are many skills that I have acquired whilst studying at Goldsmiths, one of the most important ones for me is learning to be an independently confident learner."

Lucky, BA Education, Culture & Society (graduated 2010), now studying PGCE (Primary)

"I am a graduate from the BA Education, Culture & Society (ECS) course. I have always been passionate about children and young people. While studying on ECS, I worked for Youth Services in a London borough on a part-time basis as a youth worker. At present I work as project co-ordinator for a company who are a service provider for young people at risk who are not in education, employment or training. In addition to this role, I also act as personal advisor to young people attending our courses, assisting them with employment information, advice and guidance.

I hope to return to university this coming academic year to pursue a Master’s degree in social work. In the future, I hope to become a fully qualified social worker in the Children’s and Young People’s department of a local authority. I am very grateful to all the lecturers on the course who made it possible for me to pursue my career goals."

Grace, BA Education, Culture & Society graduate

"I enjoyed the creativity strand in particular. Creative thinking and working is becoming increasingly important in our society. Other strands prepared me to be more aware of how our identities impact on our view of the world. The whole course trained me to question and to look beyond the obvious and to become much more enquiring and therefore engaged in the world around me.

On completing the BA Education, Culture & Society degree, I have chosen to stay at Goldsmiths and study for a PGCE and I am about to start teaching a Year 5 class. The ECS course prepared me for the PGCE by giving me invaluable background knowledge and understanding of pedagogy and policy. The course content has also prepared me for teaching in a diverse society by covering such subjects as bilingualism, learning styles and how children learn."

Sue, BA Education, Culture & Society graduate

"Studying in the Department of Educational Studies you're not only introduced to a huge and diverse range of subjects, you're positioned right at the heart of a department that encourages you to get involved with all aspects of education and follow the areas of education that interest you.

Throughout my three years on the Education, Culture and Society programme I experienced both a personal and intellectual journey. Starting with a foundation in the psychological and pedagogical aspects of education, my studies went on to explore critical education policy, global issues in education, and I also had the opportunity to do a module in art practice where our group put on a public art exhibition.

Having a degree in Education from Goldsmiths offers a wealth of opportunity. Since leaving I have been fortunate to join a Master's course in museum and gallery studies and I'm also working part time as a project manager on one of the key events for the 2012 Cultural Olympiad."

Tom, BA Education, Culture & Society graduate